ACKNOWLEDGEMENT

I Joey Yong Jo Yi from T9 was given a task to compose a coursework on subject English
Language Proficiency. First and foremost, I would like to thank God that I have successfully
completed my coursework with the blessing of God.

Most importantly I would like to thank the Teachers Trainees Institution Campus Ipoh for
providing basic library to encourage on gathering notes and reference materials related to my
task. The books in the library were very useful for me to complete the task given.

In addition, I would also like to thank my lecturer, Madam Nor Azah Abdul Aziz for giving
tutorial and description perfectly since this assignment was given until completed. I am also
grateful because my lecturer explained us well and guided us to complete this assignment.

Next, I likewise cannot neglect to thank my family members a great deal of part backing
and consolation furthermore provide financial support for the course work. Without their support
and encouragement I will most likely be unable to finish my assignment to perfect as soon as
possible. In fact I also would like to convey my thanks to my classmates who helped me and
exchanged ideas to complete this task perfectly.

Finally that, I hope by doing this assignment I can gain knowledge and can be a
responsible teacher in future in order to produce the excellent human capital.

1
TASK 4 : ESSAY WRITING

Learning is a process which involves cognition, emotion, the environmental influences

and prior experience which gives impact to a change of behavior, knowledge, skills, value and
perspective (Ormrod, 1995). Learning process also involves learning theories which are the
conceptual framework in which knowledge is absorbed, processed and retained during learning
process. Theory is a set of principle and definition which related and explains of a phenomena
systematically ( Kerlinger, 1986). Basically, all learning theories explain how human learns and
suggest ways in problem solving. Similarly, social learning theory and humanistic theories have
differences in terms of concepts, principles, measures, approaches and strategies.

Social learning theory emphasizes how human is influenced by the environment through
reinforcement, ways of observing and thinking towards a piece of information (Bandora.A,
1971). It explains how people learn new behaviors, values, and attitudes from one another.
Social learning requires attention to the person observed, remembering the observed behavior,
ability to replicate the behavior, and a motivation to act the same way. It focuses on the learning
that occurs within a social context. It is also considers that people learn from one another
including such concepts as observational learning, imitation and modeling. For an example, a
teenager might learn slang by observing the peer group. Furthermore, Bandura formulated four
specific steps of social learning through imitation such as attention, retention, reproduction and
motivation.

The first step is the focus of attention where an individual must pay attention to the
model. This observation occurs repeatedly with full attention and interest in order to learn when
the observation is being conducted in different way. (Wheeler.S, 2014). Next, retention is the
ability to store information in memory. This leads to the occurrence of recalling the information
later and respond to a situation that is similar where previous information is learnt for the first
time. The third step production where previously learnt information will be produced when
required. However, practice through mental and physical rehearsal often improves responses.
To achieve the final step, the reinforcement and punishment are beneficial in order to motivate
the pupils for learning as when they are in a similar situation; they will imitate or avoid the
behavior based on their past experience.

Social learning theory can be applied by several ways in implementing teaching and
learning appropriate in 21st skills. The term 21st century skills is generally refer to certain core
competencies such as collaboration, creativity, critical thinking, and problem-solving that

2
advocates believe schools need to teach to help students thrive in today’s world. (Elizabeth
Rich, 2012). Cooperative and collaborative classroom is very essential in 21 st century learning.
Thus, the teachers may encourage the element of collaboration and teamwork among pupils in
classroom activity in order to enhance pupils’ learning. The teacher has to permit the pupils to
work effectively in groups. Here, pupils are able take part actively among their peer group and it
will be helpful in teaching each other to accomplish the goal together. Needless to mention, the
teachers have to make sure that each and every pupil cooperate and collaborate with their team
members in the learning process. Assume shared responsibility for collaborative work, and
value individual contributions made by each team member (Trilling & Fadel, 2009). This practice
accomplishes the development of language and social skills.

In addition, scaffolding which branches from social learning theory can be implemented
by the teachers to assist the teaching and learning appropriate 21st century. Scaffolding refers to
where the more knowledgeable other, teacher or peer provides support in learning process. In
the process of scaffolding, the teacher helps the pupils master a task that they initially would not
have been able to do on their own. For an example, the teacher may divide a small group
consists of one smart pupil and few average pupil so that the smart pupil can be supportive for
the other average pupil. In this process the teacher acts as a prompt and supporter to extend
the range of what a learner can do and allows the learner to accomplish task otherwise
impossible. The teacher only attempts to help the student with tasks that are just beyond his
current capability. Furthermore, the teacher can apply scaffolding by asking questions to
stimulate, giving cues without giving direct information and encouraging them to think aloud.
Here, the pupils will learn from the social context by applying the elements of 21st century skills
including collaboration, creativity, communication and critical thinking.

An implication of social learning theory in teaching and learning is the process of

learning occurs through observation and imitation. Thus, teachers might select the
characteristics of existing models such who is highly regarded leadership, intelligent, well in line
with the objective of modeling as role models in the classroom. Teachers can invite them to
repeat the demonstration inside or outside the classroom. Therefore, the students can imitate
the characteristics of that model in order to be successful in life. Moreover, teachers’
demonstration must be clear and catching so that pupils will imitate the procedure easily and
accurately.

3
 Moreover, social learning direct teachers to provide tasks that will form meaningful
interaction between the pupils. At the end, pupils are able to perform well verbally among the
peer group without fear.

Humanistic is the study of personality by focusing on subjective experiences, free will

and the innate drive toward self-actualization (Maslow, 1968). Carl Rogers (1987) agreed with
the main assumptions of Abraham Maslow but added that for a person to "grow", they need an
environment that provides them with genuineness (openness and self-disclosure), acceptance
(being seen with unconditional positive regard) and empathy (being listened to and understood).
It would focuses upon the development of the childs’ self-Actualization. In some cases, the
humanistic approach is called phenomenological.

One of the ways to use humanistic in implementing teaching and learning appropriate in
21st century is student-centered learning and typified by the pupil taking responsibilities for their
own learning. A positive start is when the child feels good about him or herself. Feeling good
about oneself involves an understanding of ones' strengths and weakness, and a belief in one's
capacity to improve. Thus, the teachers can guide the pupils into appropriate action according to
their own potential. For an example, the teachers have to use appropriate material according to
pupils’ ability which includes images, graphs or charts for the visual learners and audios, videos
for auditory learners. By implementing this way, pupils are able to apply 21st century mind maps
which promote creativity, critical thinking and problem solving.

Needless to mention, the teachers have to build good teacher-students relationship to

show that they are valued and respected in the classroom in order to create a positive
classroom environment that activates the desire to learn. It makes the pupils to feel free in
asking question whenever they face obstacles in the learning process in the classroom which
emphasizes motivation to develop their potential. This is because pupils with a low self-esteem
will not academically perform at an optimum rate until their self-esteem is strengthened.
Generally, teachers could implement humanistic approach by giving focus on the need to accept
child as they are.

The approach of humanistic school emphasized the significance of developing individual

potentials. Thus, the strategy and method for teaching and learning should be based on pupil-
centered, practical approach as well as enrichment activities. Teachers act as facilitator and
organizer so as to motivate pupils to use their own learning strategy to achieve self-perfection.

4
 In addition, another implication of humanistic is teacher will not tell students what to do
by applying their own methods and view but support them in learning process by guiding. The
tutor tends to be more supportive than critical, more understanding than judgmental, more
genuine than playing a role. (Madhuri, 2015). Here, teachers’ job is to foster an engaging
environment for the pupil and ask inquiry-based questions that promote meaningful learning.

As a conclusion, both theories describe how effective the learning and teaching process
is when teachers know how to teach to their pupils by implementing these learning theories. In
the end, the combination of both theories can be incorporated into a single lesson plan and unit
plans. Teacher should not only be capable in creating an excellent and condusive learning
environment to fulfill the main challenge of their career which is to facilitate students' learning,
but the teachers should be able implement effective learning process to provide knowledge to
the young pupils.

5
REFLECTION

In class MPU 3022 English Language Proficiency, I found that notetaking process itself
helpful, as it ensured that I listened carefully and decoded information given by Madam Nor
Azah. Not all the information I recorded was relevant, but nothing what I found informative
contributed to my ability to form an overview on re-reading.

The most obvious thing that I discovered was the advantage of working as part of a
group. I learned that good teamwork is the key to success in design activities when time and
resources are limited. As everyone had their own point of view, many different ideas could be
produced and I found the energy of group participation made me feel more energetic about
contributing something like in task 2 role play. In the role play, we need many practices because
practices make perfect, so in group members we need tolerance each others.

Secondly, I learned communication skills from this course as when we having the MPU
class, we need to talk to each other by using English Language. This is a good challenge given
by our lecturer, Madam Nor Azah, because she want to train us speaking in English. Therefore,
I learned many vocabulary and correct pronunciations in this course.

In conclusion, I enjoyed when during this MPU class because it was really relax and can
learn many from our lecturer and keep improving our English Language.

6
REFERENCE

Bandura, A. (1977) Social Learning Theory. New York: General Learning Press.

Bandura, A. (1969). Principles of Behavior Modification. New York: Holt, Rinehart & Winston.

Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York:
Holt, Rinehart & Winston.

Schultz. D. & Ellen. S. (1998). Theories of Personality. United State: Pacific Grove.

Maslow, A. H. (1968). Toward a psychology of being (2nd ed.). New York: D. Van Nostrand.

Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed

in the client-centered framework. In (ed.) S. Koch, Psychology: A study of a science.
Vol. 3: Formulations of the person and the social context. New York: McGraw Hill.